How the teaching in a Biological Sciences Degree is thought immersed in a context that
prioritizes research activities? Which speeches capture the students of this course?
Which taboos are imposed to them? What regimes of truth validate (and silence) the
speeches that go through this training? How speeches about teaching are linked to other
discourses forging science teachers and Biology? These are questions that direct the
paths of this research in order to defend the thesis that the teachers' subjectivity is built
and adjusted by means of discursive and non-discursive processes that define the
biology teacher as a biologist, prescribing forms of morality and self experiences urging
the subject to juxtapose/paste the biologist as the subject of teaching. In this way was
taken the corpus of discursive practices research and discursive not materialized in the
form legal documents on teacher training, pedagogical project of course, spaces of
architecture, academic events, scientific production of teachers with order to capture
subjective processes present in this context. In this way discursive and non-discursive
practices were taken as the corpus of research materialized as legal documents on
teacher training, pedagogical project of course, architecture of spaces, academic events,
scientific production of teachers in order to capture subjectivity processes present in this
context. The analyzes are intertwined with theoretical tools developed by Michel
Foucault to map statements that, related to prescriptions, determinations, qualifications
of the subject teacher, define truths about your body and your behaviour. Statements
that when talking on the individual at the same time offers them a moral action - a way
of living, a way of being, a way to see himself - creating or determining subjects as real
places. This way the biology teachers are "born", people who have a different look
about nature, that know how to decipher the body and its diseases, which
recognize,identify, systematize the environment and the organisms that there are
established, which can speak big words and have the laboratory as a place to do their
teaching. A professional who repeatedly claims spaces and specific materials for the
exercise of teaching be realized efficiently. By discussing these questions you can think
Professor of Biology as a historical subject, which is plotted in real systems put into
operation by complex mechanisms knowledge-power.
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